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Peters College
Iligan City

Narrative Report on Senior High School Teachers Training

Cris A. Capilayan, MA. Ed.
Education is a powerful weapon we can use to change the world.
Nelson Mandela
Senior High School Program here in the Philippines is fast approaching. In
line with this 3-day training is held here in Lourdes College, Cagayan de Oro City.
It is also a good opportunity to learn something new behind this seminar.
Together with me are my collegues who were Dr. Ma. Ligaya Vicente, Ms. Kresha
Lluisma, Ms. Angelita Abala and Dr. Amparo Fernandez.
On the first day of the seminar, it was a thorough discussion on the K-12
and SHS Frame work. This was discussed by Rhodora Angela Fernandez-Ferrer.
CHEDs K 12 Transition Program Management supports Senior High School
implementation with initiatives that provide SHS teachers with skills and mindsets
to aid them in the transition. She discussed that the K to 12 Basic Education
Curriculum Framework is composed of Kindergarten, Primary Education, Junior
High School (4 years) and Senior High School (2 years).

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Kriscentti Exar P. Barcelona, MA. Ed. talk about the 21st Century learners.
They live a period of rapid change. They are creative, interactive, media savvy,
multitasker, reflective, critical, communicators, collaborators, technology literate
and has multimodal learning styles.
After that, at 1:30 pm, we went to our respective subject area. Ms. Mitos
Ycong discussed further on Outcomes based Education. It is a learner-centered
approach that focuses on what the learner should be able to know, understand,
and demonstrate focused on what learners actually learn and how well they learn
The characteristics of an OBE curricula are the following:
a. it is objective and outcome driven, where every stated objective and
outcomes can be assessed and evaluated.
b. It is centered around the needs of the students and stakeholders.
c. Every learning outcome is intentional.
Then, she further discuss about the program outcomes, course outcomes
and learning outcomes. Program outcomes consist of abilities to be attained by
students before they graduate, are formulated based on program objectives.
Course outcomes refer to the knowledge, values and skills all learners are
expected to demonstrate at the end of a course. Learning outcomes are
outcomes of a specific lesson supporting the course outcomes.
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Competency is a statement of a set of related knowledge, attitudes, and

skills required to successfully perform a task that supports the desired program
outcomes through a course or series of courses based on CHED.
Then, she talks about knowledge, skills and attitudes. Knowledge is an
information that one has stored through experience. Skills refers to demonstrable
abilities. Lastly, attitudes refer to evaluative cognitions regarding things/activities.








knowledge, skills, and reflective thinking necessary to participate and succeed

without remediationin entry-level undergraduate courses in Higher Education
DepEd Functional skills were the desired outcomes that K12 graduates
should possess in order to proceed to either higher education, employment,
entrepreneurship, or middle-level skills development.
For the constructive alignment, there should be a coherence between
assessment, teaching strategies and intended learning outcomes in an
educational program. Also, teacher makes deliberate alignment between the
planned learning activities and the learning outcomes. Teachers should have
conscious effort to provide the learner with a clearly specified goal, a well
designed learning activity or activities that are appropriate for the task, and well
designed assessment criteria for giving feedback to the learner.

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On the second day, Ms. Christine Faith Tablando discussed the Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
Classroom Assessment is an ongoing process of identifying, gathering,
organizing and interpreting quantitative and qualitative information about what
learners know and can do. Teachers should employ classroom assessment
methods that are consistent with curriculum standards. Classroom assessment
also measures the achievement of the students.
There were two types of classroom assessment: formative assessment
and summative assessment. Formative assessment is an assessment as
learning wherein students reflect on their own progress. On the other hand,
summative assessment is a form of assessment that occurs at the end of a
period of learning in order to describe the standard reached by the learner.
Assessment in the classroom is aimed at helping students perform well in
relation to the learning standards. Learning standards comprise content
standards, performance standards, and learning competencies that are outlined
in the curriculum. Content standards identify and set the essential knowledge and
understanding that should be learned. Performance standards describe the
abilities and skills that learners are expected to demonstrate in relation to the
content standards and integration of 21st century skills. Learner competencies

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refer to the knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
Learners are assessed in the classroom through various processes and
measures appropriate to and congruent with learning competencies defined in
the K to 12 curriculum. These are individual collaborative formative assessment
and formative assessment in different parts of the lesson. Individual formative
assessment enables the learner to demonstrate independently what has been
learned or mastered through a range of activities such as check up quizzes and
written exercises. Collaborative formative assessment allows students to support
each others learning. Formative assessment may be integrated in all different
parts of the lesson.
Summative assessment measures the different ways learners use and
apply all relevant knowledge, understanding and skills.
The components of summative assessment has 3 components: Written
work, Performance tasks, and Quarterly Assessment. These 3 components were
the bases for grading students. Written Work component ensures that students
are able to express skills and concepts in written form. These may include long
quizzes and unit or long tests. Performance Task component allows learner to
show what they know and are able to do in diverse ways. Quarterly assessment
measures student learning at the end of the quarter.

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The K to 12 Basic Education Program uses a standard- and competency

based grading system. These are found in the curriculum guides. All grades will
be based on the weighted raw score of the learners summative assessments.
The minimum grade needed to pass a specific learning area is 60, which is
transmuted to 75 in the report card.
For Kindergarten learners, checklists and anecdotal records are used
instead of numerical grades. These are based on the learning standards found in
the Kindergarten curriculum guide. For Grades 1 to 12, there is one quarterly
assessment but there should be instances for students to produce Written Work
and to demonstrate what they know and can do through Performance tasks.
In Kindergarten, descriptions of the learners progress in the various
learning areas are represented using checklists and student portfolios. For
Grades 1-10, the average grade of the Quarterly Grades produces the Final
grade. For Grades 11 and 12, the two quarters determine the Final Grade in a
The goal of the K to 12 curriculum is to holistically develop Filipinos with
21st century skills. The development of the learners cognitive competencies and
skills must be complemented by the formation of their values and attitudes
anchored on the Vision, Mission and Core Values of the Department of

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Learners class attendance shall be recorded by teachers daily. At the end

of each quarter, the attendance is reflected in the report card.
A learner who incurs absences of more than 20% of the prescribed number
of class or laboratory periods during the school year or semester should be given
a failing grade or not earn credits for the learning area or subject.
Classroom assessment serves to help teachers and parents understand
the learners progress on curriculum standards. The results of the assessment
are reported to the child, the childs remedial teacher, the teacher of the next
grade level, and the childs parents/ guardians.
In the afternoon, Ms. Diana Jane M. Limjap tackled about the Pedagocial
Content Knowledge in Math. She said there are fallibilist perspective and
absolutist perspective towards learning math. According to fallibilist, if
mathematics is a fallible social construct, then it is a process of inquiry and
coming to know, a continually expanding field of human creation and invention,
not a finished product. On the contrary, the absolutist view of mathematical
knowledge is that it consists of certain and unchangeable truths.
The goals of mathematics are: to develop thinking skills, to solve problems,
to reason mathematically, to communicate mathematics, and to develop

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She introduced to us the K to 12 Senior High School Mathematics Courses









Mathematics, Pre-Calculus, and Calculus.

Then, Learner centered Pedagogies were discussed by Ms. Christine Faith
Tablando. Those were Inquire based, Project-based, Case-based, Problembased, Design-based, and Related to careers and Higher education.
For the third day, technology and information literacy were further
discussed by Ms. Limjap. Data Cycle and Data Cycle worksheet were given. The
Data Cycle consists of 3 steps: first, collect and prepare a variety of data about
student learning, then, interpret data and develop hypotheses about how to
improve student learning, and finally, modify instruction to test hypotheses and
increase student learning.
This was followed by lessons on Reflective Teacher by Ms. Christine Faith
Tablando. Reflective teaching means looking at what you do in the classroom,
thinking about why you do it and thinking about if it works. It is a process of selfobservation and self-evaluation. It is viewed as a means by which practitioners
can develop a greater self-awareness about the nature and impact of their
performance, an awareness that creates opportunities for professional growth
and development.

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Its importance contributes to the teachers professional development. It is a

more systematic process of collecting, recording and analyzing our thoughts and
observations, as well as those of our students, and then going on to making
The process of self-reflecting is difficult, especially when it involves a
critical self-appraisal of our teaching. Dewey suggests three attitudes to help us
prepare ourselves for reflective teaching. These are open-mindedness,
responsibility, and wholeheartedness.
Scholars have different ways of organizing hierarchial nature of reflective
teaching. Van Manens Reflective Thinking Pyramid and Grimmets 4 Modes of
Reflective Thinking are two of the most commonly used models. Peter P.
Grimmets 4 Modes of Reflective Thinking are as follows: Technological,
Situational Thinking, Deliberate Thinking, and Dialectical Thinking. Van Manens
Reflective Thinking Pyramid are as follows: Dialectical , Contextual and
Technical. Dialectical addresses moral ethical or sociopolitical issues individual
autonomy self-understanding. Contextual looks at alternative practices choices
based on knowledge and values. Technical reference past experiences, simple
theoretical description, teacher competency towards meeting outcomes.
Reflective teaching is a cyclical process. First, gather information about the
event itself. Then, reflect. After that, converse. Lastly, read or research on areas
you need to have additional information.
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There are also strategies for reflective teaching:

1. Keeping a teaching journal or diary.
2. Video Recording Lessons
3. Peer observation
In the afternoon, teaching guides were given by Ms. Mitos Ycong. We had
a fruitful discussion about the teachers responsibility towards the students.
I am thankful to the SPC Administration for having this seminar. It made
me widely open my mind towards the implementation of Senior High in SY 20152016. As what is said, it is the start of several seminars regarding the Senior High

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